Posições responsivas como indício de autoria na escrita de pós-graduandos

Abstract

The ways in which graduate students in training express an authorial configuration in their scientific writings are inscribed in a field open to multiple problems and reflections by researchers in the sciences of language and education. For this reason, our objective, in this study, is to investigative the authorial arrangements that materialize in scientific productions of young researchers, seeking more specifically to analyze the manifestation of responsive positions as evidence of authorship. As a theoretical contribution, we grounded on the reflections of the Bakhtin Circle’s thinking (Bakhtin, 2003, 2010, 2016a, 2016b, 2017a, 2017b; Volochinov, 2017); and the work of scholars (Boch, 2013; Delcambre, 2013, among others) that address academic-scientific writing. From a methodological point of view, our investigation is characterized as a research of an interpretative nature and of a qualitative approach. The analysis corpus consists of 10 (ten) scientific articles from Master’s students in the area of ​​Linguistics. The analyzes indicate that the Master’s students in the investigated context express an authorial configuration marked mainly by responsive positions that indicate sharing of ideas, reproduction of sayings and adherence to the positions of the authors mentioned.